Social, Emotional and Mental Health (SEMH)
‘Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools’. Code of Practice, 6.32 and 6.33.
Social, Emotional and Mental Health (SEMH) – Universal
|What will you see? (Barriers)||What can help? (Strategies and provision)|
You may see behaviours listed below, this may be infrequent and respond to provision that is expected for all CYP.
It is likely that a lot of CYP will display these behaviours at some point during their school career, but it does not mean they have a SEN.
Ability to plan, attend, organise, regulate themselves and manage change
Attendance at school
Maintaining healthy peer relationships and friendships
Managing and/or regulating their emotions (e.g. quick emotional reactions to seemingly small stimuli)
Behaviour at home that may not be seen at school
Changes may have occurred quickly or over time
Due to the complex nature of SEMH needs the strategies below are applicable to many of the barriers to the left
Social, Emotional and Mental Health (SEMH) – SEN support
|What can help?(Strategies and provision)|
To include Universal support plus:
A continuation of collaboration between home and school which adds to the universal provision already in place.
Where appropriate complete an Early Help Assessment (Professional Choices) and or Pastoral Support Plan to gather information and refer onto other support agencies.
Educational settings should provide developmentally appropriate provision
Social, Emotional and Mental Health – Quick guide
|There are concerns about the child or young person’s:||Yes / No|
|Ability to plan, attend, organise, regulate themselves and manage change.|
|Level of hyper vigilance and their disproportionate ‘fight, flight, freeze’ response.|
|Attendance at school.|
|Maintaining healthy peer relationships and friendships.|
|Behaviour at home that may not be seen at school.|
|Engagement with the curriculum.|
|Changes in demeanour and/or appearance.|
|Unpredictability of behaviour with lack of obvious triggers.|
|Low confidence and/or self-esteem.|
|Failure to make anticipated progress across many areas of the curriculum.|
Last reviewed: September 14, 2023 by Keir
Next review due: March 14, 2024Back to top